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"The only
thing we have to fear... is fear itself."
- Franklin D. Roosevelt, 1933
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Module 1.1: Collectivism in the Age of FDR,
1929-1945
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Super Module Theme
Mobilization
definition
The Collectivists: FDR and the “Good War”, 1929-1945
Essential Questions
How did the challenge of
confronting the Depression make Americans more willing to accept
New Deal collectivism and how well did a spirit of cooperation
permeate American life?
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Required Reading (read, note, & know the gists of these chapters & articles)>
YAWP Ch. 23 (Sections 1 through 5, 7, 9 & 10, 12 & 13) (link)
David Kennedy, “What the New Deal Did,”
Political Science Quarterly
124, no. 2 (Summer, 2009): 251-68. (link)
Secondary Info (Click on underlined title to skim/review.)
Mapping History
Charts of the Depression,
link
Carmenita
Higginbotham, “Snow White is Perfect 30s Woman,” PBS American
Experience,
link
School of Life,
“John Maynard Keynes overview,”
link
Blacks during the
New Deal, Smithsonian
link
Nick Chiles, “9
Ways the New Deal Excluded Blacks,”
Atlanta BlackStar, 2015.
link
Alex Wagner,
“America’s Forgotten History of Illegal Deportations,”
Atlantic, 2017
link
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Primary Source Documents (Click on [link] to see.)
Newsreel on Stock
Crash with E.C. Forbes interview, 1929
video
Bessie Smith,
“Nobody Knows You Blues,” 1929
video,
lyrics
Newsreel footage
collected by Hoffman, 1930s
video
Franklin
Roosevelt, “First Inaugural Address,” 1933
reading,
video
Franklin
Roosevelt, “Fireside Chat of May 7,” 1933
reading,
audio
Busby Berkeley,
“We’re in the Money,” Gold Diggers of 1933, 1933
video
Busby Berkeley,
clip from Footlight Parade 1933
video
Various newsreel
clips of Bread Lines
video
Huey Long, “Share
our Wealth Speech,” 1935
reading & audio,
video
Electoral Maps of
1936, link
Max Fleischer, "Somewhere in
Dreamland," 1936
video
Charles Coughlin,
“Twenty Years Ago Speech,” 1937
reading & audio,
video
Dorothea Lange,
various photos from FSA investigation, 1930s
link
Woody Guthrie, “Do
Re Me,” 1937
video,
lyrics
WPA Murals
Illinois List,
Lakeview Post
Office (Sternberg, 1938)
Woody Guthrie,
“This Land is Your Land,” 1940
video,
lyrics
Norman Rockwell, "Four Freedoms,"
1941
link
Studs Terkel, “Hard
Times Chapter 6, Interviews on Strikes, WFMT Chicago, 1971
audio
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Things to Know
Terms to
Know: Collectivism, Hoovervilles, Alphabet Soup (and its
programs like NRA, AAA, WPA), Social Security, WPA art,
Keynesianism, technocrats, rugged individualism, repatriation, 2nd
Great Migration, Okies
People to Know: Herbert
Hoover, Franklin D. Roosevelt, Huey Long, Robert Taft, John
Maynard Keynes
Events to
Know: Great Depression, Election of 1932, New Deal, Dust
Bowl, 1st New Deal, 2nd New Deal, Packing of
Court, Election of 1936, Mexican repatriation
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Remember the Learning Cycle
Review it on the syllabus.
1.
Pre-Module Preparation: Read the module’s main reading
and/or overview essays, textbook pages, as assigned in preparation for
the cycle, keeping in mind the essential question. Do any notes that may
have been assigned. Look for main ideas and theses of authors. Also note
any key and important facts. Skim through the primary sources too.
2.
Phase A in Class: In class we will discuss the essential
question and articles. Pay attention and prepare for your homework by
asking questions and contributing where you can.
A seminar on the main reading may be part of this phase.
Phase A at Home:
You will be assigned a
QED (quod erat demonstratum);
which is a 3 paragraph argument. Paragraph one is written using the
G-Method and paragraphs 2 and 3 support it with PEEL. This is meant to
be a work in progress but must be written in academic tone. It should
address the essential question from a particular perspective chosen by
you (choose a branch and a concept
here). When you write use
articles and PSDs as evidence, always cite them
properly inline or with footnotes. After writing, you should be post the QED on the module’s
Brightspace discussion board (when available). Look at what your classmates posted and
comment on at least one other students’ arguments with questions, ideas,
ideas for further studies.
Or, if you're bold, go ahead and
challenge them politely and with facts.
3.
Phase B in Class: You and your classmates will lead
discussion in a semi-formal Writing Seminar wherein you should be
prepared to defend their particular ideas and arguments from your QED
and ask questions of others. Mr. Plencner will fill in gaps when needed.
Phase B at Home:
You will have to take
the work done on their QED and expand it into a 5 paragraph, more formal
essay in response to the essential question. It will be a masterpiece of
history and something you should be proud of to include in the history
book you are writing. There may be time in class to peer edit and review
this with teacher and classmates before final submission. This will be
submitted typed up and complete.
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